Research On The Problems Of China-Foreign Cooperation In Running Agricultural&Forestry Universities

National Long-term Education Reform and Development Plan (2010-2020) stated,‘Schools at all levels should be encouraged to carry out various forms of internationalexchanges and cooperation, and we should run well certain exemplary China-foreignCooperation Schools and a number of China-foreign cooperation projects.’ The core issue thatAgricultural and Forestry Universities faces when building exemplary China-foreigncooperation institutions is how to explore a way of development that is in line with theChina-foreign educational cooperation development in China’s Agricultural and ForestryUniversities.At present, both the theory and practice of China-foreign cooperation in runningschools at Agricultural and Forestry Universities show that school-funding shortage is a keyfactor that affects the development of Agricultural and Forestry Universities’ China-foreigncooperative education. Then, what is the lack of funding in terms of hardware and softwareinvestment like in Agricultural and Forestry Universities’ China-foreign cooperativeeducation? Teacher construction fatigue is an important factor that affects the China-foreigncooperation in running schools at the Agricultural and Forestry Universities. Then, at present,what are the problems with Teacher Construction at the Agricultural and Forestry Universitiesin terms of faculty structure, faculty mobility and faculty at international level? Unscientificprofessional curriculum is the deciding factor to China-foreign cooperation in running schoolsat the Agricultural and Forestry Universities. Then, what problems are there in theprofessional setting, curriculum system, and the introduction of high-quality educationalresources? The lack of quality control over teaching constrains the development ofChina-foreign cooperation in running schools at the Agricultural and Forestry Universities.Then, what problems are there for China-foreign cooperation in running schools at theAgricultural and Forestry Universities in terms of teaching quality monitoring, goalmonitoring, system monitoring and the team monitoring?Based on the aforementioned questions and ideas, this paper is structured asfollows—an introduction, five chapters and a conclusion. In the Introduction, the authorpresents the research background and its significance, a review of the research status at homeand abroad and the research methods. In the first chapter, the author defines the concepts offoreign cooperation in running schools, colleges and universities; the characteristics and typesof cooperation in school running and the interpretation of China-foreign cooperation in schoolrunning from the following theories—the benefits-haring theory, pluralism educational theory,and attachment theory for foreign co-sponsoring universities. In the second chapter, the authorreviews the historical development and summarizes the four developmental stages ofChina-foreign cooperation in running schools at the Agricultural and Forestry Universitiesfrom the following aspects—social background, policy evolution; development characteristics. In the third chapter, the author analyzes the main problems for China-foreign cooperation inrunning schools at the Agricultural and Forestry Universities as lack of school funding,teaching staff fatigue, unscientific professional curriculum, teaching quality controldeficiencies. In the fourth Chapter, the author analyzes the causes of the problems from theforthcoming perspectives—from the perspective of Government’s education funding,institution investment funding, the social environment for donations and tuition disposablemethods; from the perspective of the management system, the concept of development,teacher channels, enrollment and training mechanisms; from the planning of head department,the positioning of Agricultural and Forestry Universities, the Forestry Universities curriculumsystem and the student enrollment of China-foreign cooperation in running schools at theAgricultural and Forestry Universities; from their ideology, monitoring system andmanagement structure. In the fifth chapter, the author puts forward the realistic means ofsolving the present problems existing in China-foreign cooperation in running schools at theAgricultural and Forestry Universities. First, we should actively raise school funding throughincreasing government funding, ensuring the implementation of policies, raising tuitionstandards and supplementing funding channels. Second, we should strengthen theconstruction of teaching faculty and their management by means of improving teachers’internationalization levels, improving teacher management system, and improvingteacher-training mechanism. Third, we need to improve curriculum system construction byestablishing a professional setting prediction mechanism in the education department, byremoving utilitarian orientation from the Joint Education and the development of Agriculturaland Forestry Universities, and by setting up featured curriculum System. Fourth, we need toimport through high-quality foreign education resources through understanding foreignquality educational resources, putting forward the introduction standards, principles andrelated measures. Fifth, we need to establish the operating mechanism of teaching qualitymonitoring through the implementation of the principles of teaching quality monitoring in theChina-foreign cooperation in running schools, and then establish teaching quality assessmentindex system, with the aim of strengthening the teaching quality, exploring a localized road inline with the development of China-foreign cooperation in running schools at the Agriculturaland Forestry Universities, building a new running mode filled with characteristics ofChina-foreign cooperation in agriculture and forestry colleges. In the conclusion, the authorsummarizes the whole research with a new outlook and points out the direction for futureresearch.